Abstract

DINIZ-PEREIRA, JÚLIO EMÍLIO  and  SOARES, LEÔNCIO JOSÉ GOMES. TEACHER EDUCATION, DIVERSITY AND SOCIAL COMMITMENT. Educ. rev. [online]. 2019, vol.35, e217314.  Epub May 15, 2019. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698217314.

The title of this paper has been the “generative theme” of the 2nd International Conference Paulo Freire: The Global Legacy. In this paper, the authors start from a brief analysis of critical rationality in teacher education as an alternative to the so-called technical and practical views in the preparation of new teachers, and then they present a more theoretical and conceptual discussion about the differences between the terms “teacher education for social justice,” popular in countries such as the United States, and “teacher education through social transformation” - the term the authors defend in this paper. From there, they discuss some characteristics that should not be lacking in a teacher education program through social transformation, to analyze a concrete experience of this type of teacher education: the experience that came from the Movimento dos Trabalhadores Sem Terra, in Brazil, in the 1990’s and in the beginning of the 2000’s.

Keywords : Teacher education; Critical rationality; Social transformation; MST.

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